The Effect of Learning Model Cycle 5E Combined with Student Science Project Activities to the Skills of Science Process and Scientific Attitude of Grade XI Students of SMAN 14 Padang
The aim of this research was to investigate effect of 5E learning cycle model combined with science project on science-process skills and scientific attitudes. This research was based on problem of SMAN 14 Padang students whose scieence-process skills and scientific attitudes wasn’t optimally developed as a result of teacher-centered learning activity. A quasi-experimental design which was randomized control group posttest only design implemented have participants were recruited from among 3rd grade students of SMAN 14 Padang. The sample of this research had choosen by purposive sampling technique. Results of study reveal that there is significant difference between experimental and control group students’ science-process skills and scientific attitudes scores.
 De Bone, E. 1990. Mengajar Berpikir. Jakarta: Erlangga.
 Lin, J., dkk. 2014. Learning Activities that Combine Science Magic Activities with the 5E Instructional Model to Influence Secondary-School Students’ Attitudes to Science, Eurasia Journal of Mathematics, Science & Technology Education. (10).
 Lipper, A. 2009. Hovercraft Science Fair Project: Project Guidebook [www.AwesomeScienceProjects.com].
 Nugraheni, L. S. 2012. Pengaruh Penerapan Model Pembelajaran Learning Cycle (5E) terhadap Keterampilan Proses Sains Biologi Siswa Kelas X SMA Al Islam 1 Suarakarta [skripsi].
 Nuhoglu, H. & Necati Y. 2006. The Effectiveness of the Learning Cycle Model to Increase Students’ Achievement in the Physics Laboratory, Journal of Turkish Science Education. (3).
 Semiawan, C. R. 1992. Pendekatan Keterampilan Proses: Bagaimana Mengaktifkan Siswa dalam Belajar. Jakarta: Grasindo
 Sudjana, N. 2005. Metode Statiska. Bandung: Tarsito.
Rahmi, L.Y., & Alberida, H. 2017. Improving Students’ Higher Order Thinking Skills through Portfolio Assessment on Biology Curriculum and Textbook Analysis Course. Bioeducation Journal. 1 (1), 22-33.